Learning standards for the arts

Learning Standards for

Th e Arts

Revised EditionApril 1996

THE UNIVERSITY OF THE STATE OF NEW YORKRege nts of Th e Univers ity

Carl T. Hayde n, Ch a ncel lor, A.B., J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . ElmiraLouise P. Matteoni, Vice Ch a ncel lor, B.A., M.A., P h.D.. . . . . . . . . . . . . . BaysideEmlyn I. Griffith, A.B., J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rom eJorge L. Bat i sta, B.A., J.D. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . BronxJ. Ed w ard Meyer, B.A., LL.B.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ChappaquaR. Carlos Carballada, Ch a ncel lor Emeri tus, B.S. . . . . . . . . . . . . . . . . . . Roch esterMimi Levin Lieber, B.A., M.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ne w YorkNorma Gluck, B.A., M.S.W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ne w YorkAdelaide L. Sanford, B.A., M.A., P.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . HollisWalter Cooper, B.A., P h.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roch esterDian e O’Neill McGivern, B.S.N., M.A., P h.D. . . . . . . . . . . . . . . . . . . . . . . State n IslandSaul B. Coh e n, B.A., M.A., P h. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ne w Roch elleJam es C. Da w son, A.A., B.A., M.S., P h.D. . . . . . . . . . . . . . . . . . . . . . . . . . P eruRobert M. Be n n ett, B.A., M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tona w andaRobert M. Joh nson, B.S., J.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lloyd HarborP eter M. Pryor, B.A., LL.B., J.D., LL.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . Albany

Preside nt of Th e Univers ity and Com mission er of Educat ionRICHARD P. MILLS

Execut ive Deputy Com mission er of Educat ionTHOMAS E. SHELDON

Deputy Com mission er for Ele m e ntary, Middle, Secondary, and Cont in uingEducat ion

JAMES A. KADAMUS

Assistant Com mission er for Curriculu m, Instruct ion, Assessm e nt, and In novat ionEDWARD T. LALOR

Coordinator of Curriculu m and Instruct ionROSEANNE DEFABIO

The State Education Department does not discriminate on the basis of age, color, religion, creed, disabil-ity, marital status, veteran status, national origin, race, gender or sexual orientation in its educational pro-grams, services and activities. Portions of this publication can be made available in a variety of formats,including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimi-nation should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 152, EducationBuilding, Albany, NY 12234.

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CONTENTS

Acknowledgments ivIntroduction v

LEARNING STANDARDS FOR THE ARTS AT THREE LEVELS 1

SAMPLES OF STUDENT WORK RELATED TO THE STANDARDS 35

Denise Abbattista, SkaneatelesCynthia Appold, Huntington StationJessica Bayer, HewlettStormy Brandenberger, New YorkMargaret Charboneau, CamillusPatricia Chiodo, WilliamsvillePatricia Clahassey, VoorheesvilleKaty Neyerlin Colletti, PoughkeepsieJoan Davidson, New YorkKevin Dirth, OssiningDiana Domoracki, BrooklynJohn Fredricksen, New YorkMargaret L. Foster, BuffaloJeanne D. Gray, PittsfordVictoria Harder, Phoenix

Karen Henn, LockportRobert Hyndman, Saratoga SpringsSusan Koff, Cliffside, NJJoe Minutillo, St. JamesGail Nelli, LeicesterConstance Noelle, WallkillJudi Paseltiner, MelvilleDennis Powell, EndwellScott Rabeler, OneontaArlene Sampson, Troy Mary Ellen Shevalier, HendersonJohn Shorter, Valley StreamFrank Vurraro, GreenwichLeslie Wexler, BuffaloElana Wills, Queens Village

Acknowledgments

iv

In addition to the people recognized in the Preliminary Draft Framework for The Arts, we are grateful to themany teachers from throughout New York State who contributed performance tasks and samples of studentwork for possible inclusion in this revised edition. Listed below are the names of those educators whosematerials appear in this document.

State Education Department

Contributors

Roseanne DeFabioJan ChristmanElaine FrankonisRoger Hyndman

Edward S. MarschilokJohn MaryanopolisPatricia Webster

This revised edition of the Learning Standards for The Arts incorporates changes to the content standardsand the performance indicators based on extensive review by the public. As educational practice improves, thesestandards will continually be revised.

New in this addition are samples of student work, along with teacher comments on the work. The examplesare intended to provide some ideas of tasks that support attainment of the performance standards. They are notmodels of excellence. Rather, they represent various levels of acceptable work. In the arts these levels have beendescribed as “distinguished,” “proficient” and “competent.” It is important to remember that the work samplesare just suggestions of ways the students can demonstrate progress toward achieving the standards.

The Standards for the Arts reflect the educational goals that are common to dance, music, theatre, and thevisual arts, while recognizing the distinctive aspects of each discipline. Each art form has its own philosophies,methods, materials, history, and content; each is usually taught as a separate subject. Assessment techniquesshould account for the similarities and differences among the arts and the varying capabilities and education ofstudents across the four disciplines.

The Arts Standards provide school districts the direction and basic structure for the development of local cur-ricula that link instruction and assessment to the content standards. Taken together, the content standards,performance indicators and the performance standards embodied in actual student work define the learningstandards for students in the Arts (dance, music, theatre and visual arts).

The State Education Department will continue to collect and publish samples of student work. As teachersbecome familiar with the standards and students become more proficient in meeting them, the level of the per-formance standards and content standards will continue to rise.

The Board of Regents recognizes the diversity of students in New York State, including students with disabil-ities, students with limited English proficiency, gifted students, and educationally disadvantaged students, andhas made a strong commitment to integrating the education of all students into the total school program. Thestandards apply to all students regardless of their experiential background, capabilities, developmental andlearning differences, interests, or ambitions. A classroom typically includes students with a wide range of abili-ties who may pursue multiple pathways to learn effectively, participate meaningfully, and work towards attain-ing the curricular standards. Students with diverse learning needs may need accommodations or adaptations ofinstructional strategies and materials to enhance their learning and/or adjust for their learning capabilities.

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Introduction

Learning Standards for Th e ArtsExpectat ions for Achieve m e nt

All students should participate at an appropriate level and should demonstrate competent, proficient, ordistinguished levels of achievement in the following areas by the completion of their secondary schooling:

• Elementary level achievement in the content standards for each of the four disciplines of dance, music,theatre, and visual arts;

• Intermediate level achievement in the content standards for two of the four disciplines of dance, music,theatre, and visual arts;

• Commencement level achievement in the content standards for one of the four disciplines of dance,music, theatre, and visual arts.

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Standard 1: Creating, Performing and Participating in the ArtsStudents will actively engage in the processes that constitute creation and performance in the arts(dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available forparticipation in the arts in various roles.

Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work toother works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Dimensions and Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artisticcommunication and how the arts in turn shape the diverse cultures of past and present society.

Learning Standards for the Arts at Three Levels

1

1. Stude nts w ill perform set dance forms in formal andinformal contexts and w ill improvise, create, andperform dances based on th eir o w n move m e nt ideas.Th ey w ill de monstrate an u nderstanding ofchoreographic principle s, processes, and structuresand of th e roles of various part ic ipants in danceproduct ions.

Stude nts:

• ide nt ify and de monstrate move m e nt e le m e nts and skills(such as be nd, tw ist, s lide, skip, hop) (a)

• de monstrate w ays of moving in relat ion to people,objects, and e nviron m e nts in set dance forms (b)

• create and perform simple dances based on th eir o w nmove m e nt ideas (c).

This is evident, for example, when students:▲ demonstrate the movements of various animals, a cat, a dog, an

elephant, a monkey, etc.▲ pretend that they are flowers or plants caught in a wind, mov-

ing in groups of two or three to suggest the movement▲ invent a dance based on a children's game, such as, Farmer in

the Dell, London Bridge, etc.

1. Stude nts w ill compose orig inal m usic and performm usic writte n by oth ers. Th ey w ill u nderstand and useth e basic e le m e nts of m usic in th eir performances andcomposit ions. Stude nts w ill e ngage in individual andgroup m usical and m usic-related tasks, and w illdescribe th e various roles and m eans of creat ing,performing, recording, and producing m usic.

Stude nts:

• create short pieces consisting of sounds from a variety oftraditional (e.g., tambourine, recorder, piano, voice),electronic (e.g., keyboard), and nontraditional soundsources (e.g., w ater-filled glasses) (a)

• s ing songs and play instru m e nts, maintaining ton equality, pitch, rhyth m, te mpo, and dynamics; perform th em usic expressively; and s ing or play s imple repeatedpatterns (ost inatos) w ith familiar songs, rou nds, partn ersongs, and harmonizing parts (b)

• read s imple standard notat ion in performance, andfollo w vocal or keyboard scores in liste ning (c)

• in performing e nse mbles, read very easy/easy m usic(Ne w York State School Music Associat ion [NYSSMA]level I-II)1 and respond appropriately to th e gestures ofth e conductor (d)

• ide nt ify and use, in individual and group experi e nces,som e of th e roles, processes, and act ions used inperforming and composing m usic of th eir o w n and oth ers (e).

This is evident, for example, when students:▲ improvise a short composition using the black keys on the piano ▲ sing familiar rounds and folk songs in a group with good tone,

tempo, intonation and rhythm ▲ strum on an autoharp a two or three chord progression alone or

with others to accompany student singing ▲ read and perform standard rhythmic notation on rhythm sticks

or other classroom instruments ▲ play a simple pattern on a mallet instrument to accompany a

familiar song such as Frere Jacques ▲ perform a simple piece of music with others in a band, chorus or

orchestra ▲ conduct other students in performing simple musical pieces.

Standard 1—Creating, Performing, andParticipating in the Arts

Dance Music

2

Key ideas are identified by numbers (1).Performance indicators are identified by bullets (•).

Sample tasks are identified by triangles (▲).

Elementary

1 The New York State School Music Association (NYSSMA) hasdeveloped a standards-based instructional model that can be used toassess student achievement. In the publication entitled NYSSMAManual, the Music Association provides rules, regulations, and grad-ed listings of musical literature as a basis for assessing musical per-formance by individuals, small groups, or large organizations. Theemphasis of the model is on “quality of performance.” (NYSSMA 1994,p. XXVII)

1. Students will create and perform theatre pieces asw ell as improvisational drama. They will understandand use the basic elements of theatre in theircharacterizations, improvisations, and play writing.Students w ill engage in individual and group theatricaland theatre-related tasks, and will describe the variousroles and means of creating, performing, andproducing th eatre.

Stude nts:

• use creat ive drama to com m u nicate ideas and fe elings (a)• imitate experi e nces through pantomim e, play making,

dramat ic play, story dramat izat ion, story telling, and roleplaying (b)

• use language, voice, gesture, move m e nt, and observat ionto express th eir experi e nces and com m u nicate ideas andfe elings (c)

• use basic props, s imple set pieces, and costu m e pieces to e stablish place, t im e, and character for th epart ic ipants (d)

• ide nt ify and use in individual and group experi e ncessom e of th e roles, processes, and act ions for performingand creat ing th eatre pieces and improvisat ional drama (e).

This is evident, for example, when students:▲ use a belonging from home as practice in handling simple props

and as an experience in evoking feelings in an audience▲ pantomime the action of a narrated story▲ observe the habits of familiar animals and use voice, gesture,

body movement to portray the animals to classmates▲ act out a scene from a well-known fairy tale using basic props,

simple set pieces and costume pieces▲ use puppets to dramatize an event: create the dialogue, voices

and movement of the puppets to convey the story working insmall groups.

1. Stude nts w ill make w orks of art that explorediffere nt kinds of subject matter, topics, th e m es, andm etaphors. Stude nts w ill u nderstand and use se nsoryele m e nts, organizat ional principle s, and expressiveimages to com m u nicate th eir o w n ideas in w orks ofart. Stude nts w ill use a vari ety of art materials,processes, m ediu ms, and tech niqu es, and useappropriate tech nologie s for creat ing and exhibit ingvisual art w orks.

Stude nts:

• experim e nt and create art w orks, in a vari ety of m ediu ms(dra w ing, paint ing, sculpture, ceramics, printmaking,video, and computer graphics), based on a range ofindividual and collect ive experi e nces (a)

• develop th eir o w n ideas and images through th eexplorat ion and creat ion of art w orks based on th e m es,symbols, and eve nts (b)

• u nderstand and use th e ele m e nts and principle s of art(lin e, color, texture, shape) in order to com m u nicate th eirideas (c)

• reveal through th eir o w n art w ork u nderstanding of ho wart m ediu ms and tech niqu es influ e nce th eir creat ivedecis ions (d)

• ide nt ify and use, in individual and group experi e nces,som e of th e roles and m eans for designing, producing,and exhibit ing art w orks (e).

This is evident, for example, when students:▲ paint a picture in tempera or watercolor in which they depict an

experience that they recall▲ make a ceramic vessel which they decorate with symbols▲ make a drawing in which they depict three-dimensional space

by using overlapping, placement on the picture plane andobjects diminishing in size

▲ select a medium for a work of art based on their experience withthe medium and their desire that it should look a certain way

▲ work with others to plan and produce a group art work, such asa mural, an illustrated book, a stage design

▲ draw objects from observation and use their imagination to turnthose drawings into objects or creatures

▲ use the primary colors of pigment (cyan, magenta, yellow) topaint a picture from nature.

Stude nts w ill act ively e ngage in th e processes that const itute creat ion andperformance in th e arts (dance, m usic, th eatre, and visual arts) and part ic ipate invarious roles in th e arts.

Theatre Visual Arts

3

STANDARD 1


Stude nts:• know and demonstrate a range of movement elements and skills

(such as balance, alignment, elevation, and landing) and basicdance steps, positions, and patterns (a)

• dance a range of forms from fre e improvisat ion tostructured choreography (b)

• create or improvise dance phrases, studies, and dances,alon e and/or in collaborat ion w ith oth ers, in a vari ety ofcontexts (c)

• de monstrate th e ability to take various roles in groupproduct ions and performances (d).

This is evident, for example, when students:▲ invent a dance built on at least three different dance steps that

creates a pattern and that moves throughout a given space▲ select a word or phrase at random from a pile of cards and

improvise a movement to express the idea of the word or phrase;others in the class interpret what the dancer is expressing

▲ take on one of the roles in a class dance production, i.e.,choreographer, lighting, costuming, etc.


Stude nts:• compose s imple pieces that reflect a kno wledge of

m elodic, rhyth mic, harmonic, t imbrel, and dynamicele m e nts (a)

• s ing and/or play, alon e and in combinat ion w ith oth ervoice or in stru m e nt parts, a vari ed repertoire of folk, art,and conte mporary songs, from notat ion, w ith a good ton e,pitch, durat ion, and loudn ess (b)

• improvise short m usical composit ions that exhibitcoh esive n ess and m usical expression (c)

• in performing e nse mbles, read moderately easy/moderately difficult m usic (NYSSMA level III-IV) andrespond appropriately to th e gestures of th e conductor (d)

• ide nt ify and use, in individual and group experi e nces,som e of th e roles, processes, and act ions for performingand composing m usic of th eir o w n and oth ers, and dis-cuss w ays to improve th e m.

This is evident, for example, when students:▲ compose a melody that reflects the mood of a four line poem and

exhibits knowledge of the basic elements of music (e.g., rhythmand melody)

▲ sing with classmates a number of songs including folk, art andcontemporary

▲ improvise on a violin a four measure phrase that is cohesive andexpressive

▲ perform moderately easy music (NYSSMA level 2 or 3) on aninstrument in a band

▲ conduct peers through a choral warm-up piece.


Dance Music

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Intermediate


Stude nts:

• use improvisat ion and guided play writ ing tocom m u nicate ideas and fe elings (a)

• imitate various experi e nces through pantomim e, playmaking, dramat ic play, story dramat izat ion, storytelling,role playing, improvisat ion and guided play writ ing (b)

• use language, voice, gesture, move m e nt and observat ionto create character and interact w ith oth ers inimprovisat ion, re h earsal, and performance (c)

• create props, sce n ery, and costu m es through individualand group effort (d)

• ide nt ify and use, in individual and group experi e nces,som e of th e roles, processes, and act ions for performingand creat ing th eatre pieces and improvisat ional dramaw ithin th e school/com m u nity, and discuss w ays toimprove th e m (e).

This is evident, for example, when students:▲ develop a point of view on an issue then use improvisation to

convey that point of view to an audience▲ recall or observe a simple action or moment, such as shopping

for a pair of shoes, cooking from a recipe, typing a letter, andimitate the experience through pantomime

▲ create and act out character charades by using a prop (e.g.,hats) so specific to the character that they indicate what/whothe character is (age, gender, occupation)

▲ select an appropriate scene to perform for a younger class:devise the props, costumes and set pieces and rehearse andperform the piece

▲ suggest the role conflict plays in drama; write scenes with andwithout a conflict; discuss the differences.


Stude nts:

• produce a collect ion of art w orks, in a vari ety ofm ediu ms, based on a range of individual and collect iveexperi e nces (a)

• kno w and use a variety of sources for developing andconveying ideas, images, themes, symbols, and events intheir creation of art (b)

• use th e ele m e nts and principle s of art to com m u nicatespecific m eanings to oth ers in th eir art w ork (c)

• during th e creat ive process, reflect on th e effect ive n essof s e lected m ediu ms or tech niqu es to convey inte ndedm eanings (d)

• ide nt ify and use, in individual and group experi e nces,som e of th e roles and m eans for designing, producing,and exhibit ing art w orks and discuss w ays to improveth e m (e).

This is evident, for example, when students:▲ research various architectural elements and design a building

based on their research and on their plan for its use▲ develop an image that is appropriate for a lino cut, transfer it to

the linoleum and print it using more than one color▲ develop a painting from their drawing of a still-life focusing on

composition and color value▲ research the style of a selected sculptor and design a work based

on that style but expressing the students' ideas.


Theatre Visual Arts

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STANDARD 1


Stude nts:• perform move m e nts and dances that require

de monstrat ion of complex steps and patterns as w ell asan u nderstanding of contextual m eanings (a)

• create dance studies and full choreographies based onide nt ifi ed and selected dance move m e nt vocabulary (b)

• apply a vari ety of choreographic processes andstructures as appropriate to plan a du et or e nse mbleperformance (c).

This is evident, for example, when students:▲ perform a dance which is student choreographed using an

excerpt from a selected contemporary piece of music▲ develop the choreography for a duet and plan the rehearsal

program to achieve the dance▲ view a dance company's practice sessions, observe how the

dancers develop and integrate their movements and expressionsfor their own piece and in concert with the other dancers, andthen analyze and describe the process

▲ work as part of a group to research a particular style of dance,develop and create choreography based on that research, andthen perform the piece as an ensemble.


Stude nts:• compose simple pieces for at least tw o mediums, including

computers (MIDI) and other electronic instruments.(Pieces may combine music with other art forms such asdance, theatre, visual arts, or film/video.) (a)

• s ing and/or play recreat ional instru m e nts accurately,expressively, and w ith good ton e quality, pitch, durat ion,loudn ess, tech niqu e, and (s inging) dict ion (b)

• use com mon symbols (notat ion) to perform m usic onrecreat ional instru m e nts (c)

• ide nt ify and describe th e roles, processes, and act ionsn e eded to produce professional concerts and m usicalth eatre product ions (d)

• explain th e com m ercial-m usic roles of producer,recordist, public relat ions director, recording companyexecut ive, contractor, m usicians, u nion offic ials,perform ers, etc. (e)

This is evident, for example, when students:▲ compose a 32 bar musical piece with a simple melody and

appropriate harmony on an electronic keyboard or piano ▲ play a guitar with acceptable tone quality, good technique and

correct rhythm to accompany a song ▲ play on a dulcimer an eight measure melody based on a familiar

folk song ▲ participate in a concert production as a performer,

composer/arranger, program annotator, music librarian, stagehand, etc.

▲ write a short narrative after interviewing a local commercialmusic person about their career activities.


Dance Music

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Commencement-General Education


Stude nts:

• write monologu es and sce n es to com m u nicate ideas andfe elings (a)

• e nact experi e nces through pantomim e, improvisat ion,play writ ing, and script analysis (b)

• use language, tech niqu es of sou nd product ion(art iculat ion, e n u nciat ion, dict ion, and phrasing),tech niqu es of body, move m e nt, posture, stance, gesture,and facial expression and analysis of script to personifycharacter(s); interact w ith oth ers in improvisat ion,re h earsal, and performance; and com m u nicate ideas andfe elings (c)

• design and build props, s ets, and costu m es tocom m u nicate th e inte nt of th e product ion (d).

• make acting, directing, and design choices that supportand enhance the intent of the class, school, and /orcommunity productions (e).

This is evident, for example, when students:▲ write and perform an original monologue which expresses a

struggle over a decision of whether to engage in a particularactivity with peers

▲ select an example of visual art (paintings, reproductions,photographs, postcards); study the visual art for setting, mood,and characterization; and improvise a scene ending in a tableau

▲ perform a reader's theatre piece concentrating on voice andgestures to convey nuances of character, mood and meaning

▲ create a floor plan of a set design for a play▲ assume various roles of theatrical personnel, both onstage and

backstage, to assure the success of a school production.


Stude nts:

• cre a te a c o ll e c t i o n of art w ork, i n a v ar i e ty of m e di u m s,ba s e d o n i n s tru c t i o n al a s s ig n m e n ts a n d i n d iv id u al a n dc oll e c t i v e e x p er i e n c e s to explore percept ions, ideas, andvie w points (a)

• create art w orks in w hich th ey use and evaluate differe ntkinds of m ediu ms, subjects, th e m es, symbols, m etaphors,and images (b)

• demonstrate an increasing level of competence in using theelements and principles of art to create art works forpublic exhibition (c)

• reflect on th eir developing w ork to determin e th eeffect ive n ess of s e lected m ediu ms and tech niqu es forconveying m eaning and adjust th eir decis ionsaccordingly (d).

This is evident, for example, when students:▲ do a series of drawings of posed figures and then incorporate one

or more of those figures into a painting to express a specifictheme

▲ use one medium or technique in more than two works toindicate their skill with that medium or technique

▲ develop an idea for a work of art, research the various ways inwhich that idea has been expressed by other artists and at othertimes, select the appropriate medium or technique for thatwork and complete the work

▲ produce a computer generated design in which they use theirunderstanding of composition, color, line, space.


Theatre Visual Arts

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STANDARD 1


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• use a vari ety of sources to find dance ideas (a)• select dance structures for u se in choreographic

projects (b)• perform dances requiring use of more sophist icated

performance ele m e nts such as dynamics, phrasing,m usicality, expression (c)

• use a vari ety of choreographic approach es w ith anyn u mber of dancers, props, and performance spaces (d)

• de monstrate ability to w ork effect ively as dancer,choreograph er, director, costu m er, l ight ing design er,manager (e).

This is evident, for example, when students:▲ select dance structures based on traditional forms and

choreograph them into a dance, selecting the music▲ create a dance appropriate for elementary school children and

instruct the children in bodily movements and dance vocabulary▲ prepare and perform a dance recital which shows a high level of

expression, dynamics, musicality and phrasing▲ create and develop audition pieces that demonstrate knowledge

of high level choreographic principles▲ arrange, prepare and audition for dance companies,

participating in the process with poise and professionalism▲ interpret an existing piece of choreography through reflection

(e.g., journal writing) and a uniquely personal approach toperformance.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• compose a collection of works for wind, string, percussion,

vocal, keyboard, or electronic media that demonstrates anunderstanding and application of the musical elements andmusic-related technology (a)

• monitor and adjust th eir performance and composit ionaltech niqu es, ide nt ifying stre ngths and areas forimprove m e nts (b)

• improvise and arrange exte nded m usical composit ionsthat exhibit coh esive n ess and m usical expression (c)

• in choral and instru m e ntal e nse mbles, read difficult/verydifficult m usic (NYSSMA level V or VI); exhibitindepe nde nt control over ton e quality, intonat ion,rhyth m, dynamics, balance, ble nd, expression, andart iculat ion; and respond appropriately to th e gesturesof th e conductor (d)

• adopt at least tw o of th e roles th ey ide nt ify as n e eded(composer, arranger, copyist, conductor, perform er,an nou ncer, in stru m e nt maker or provider, programan notator, recordist) to produce th e performance of am usical composit ion in th e classroom (e)

• in performing groups, produce m usical performances bype er-led small e nse mbles and sect ions of largere nse mbles (f).

This is evident, for example, when students:▲ compose a one movement work for his /her own instrument or

voice that demonstrates knowledge of the elements of music andcompositional techniques

▲ describe the strengths and weaknesses of their performance in amusic journal

▲ show improvement over time by recording multipleperformances of a musical composition on an audiotape

▲ improvise and/or arrange a popular song for the school jazzband or show choir

▲ play his/her instrument exhibiting control of tone quality,technique, etc., when playing alone or in a performingorganization

▲ perform a solo or duet at a NYSSMA evaluation festival ▲ write about the composer of a standard piece of music while

he/she is learning to perform the work ▲ work with peers to produce a recital for friends and parents ▲ through a peer group rehearsal improve a section of a large

group musical performance.


Dance Music

8



Commencement-Major Sequence


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• write plays to com m u nicate th eir ideas and fe elings (a)• collaborate in th e developm e nt of orig inal w orks w hich

reflect l ife experi e nces (b)• use vocal, move m e nt, and body tech niqu es to create

complex characters in monologu es, oral interpretat ion,and sce n e study (c)

• create props, sce n ery, and costu m es for differe nt styles ofplays (d)

• carry out act ing, direct ing, and design choices w hichsupport and e n hance th e inte nt of a product ion (e).

This is evident, for example, when students:▲ write a play to submit for a student playwrighting competition

(e.g., Very Special Arts) following competition guidelines▲ use improvisation to discover issues of concern for teenagers and

develop original pieces into script format▲ use oral interpretation to convey the nuances of character and

feeling in a student selected narrative poem▲ select an absurdist piece (e.g., a Pinter or Albee play) to produce

which highlights sophisticated levels of theatrical understanding▲ participate in an internship in theatre technology or business

management with a local college, community or professionaltheatre production.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• produce compre h e nsive and w ell organized

com m e nce m e nt portfolios of th eir w ork (a)• reveal through th eir w ork a broad invest igat ion of a

vari ety of individual ideas and at least on e th e m eexplored imaginat ively and in depth (b)

• give evide nce that th ey have developed an e m ergingpersonal style (c)

• use selected m ediu ms and tech niqu es and select th e mostappropriate m ediu ms and tech niqu es to com m u nicateth eir ideas (d).

This is evident, for example, when students:▲ produce a portfolio with at least ten completed works, together

with sketches, notes and research that were used in thedevelopment of those works

▲ include in their portfolios drawings which show their ability todraw from observation and from their imagination

▲ include in their portfolios one example of a work which wasstudent generated, researched and developed

▲ use electronic imaging (film, computers, video,cd/rom, etc.) tocreate individual images.


Theatre Visual Arts

9

STANDARD 1

2. Stude nts w ill kno w ho w to access dance and dance-related material from librari e s, resource ce nters,m use u ms, studios, and performance spaces. Stude ntsw ill kno w various care er possibilit i e s in dance andrecreat ional opportu nit i e s to dance. Stude nts w illatte nd dance eve nts and part ic ipate as appropriatew ithin each sett ing.

Stude nts:• de monstrate kno wledge of dance resources in video,

photography, print, and live performance (a)• u nderstand th e concept of live performance and

appropriate conduct (b)• de monstrate a kno wledge of dance-related care ers (e.g.,

dancer, choreograph er, composer, l ight ing design er,h istorian, teach er) (c).

This is evident, for example, when students:▲ discuss the differences between watching a dance performance

on video and watching a live performance▲ talk to a visiting artist (dancer, choreographer, composer,

lighting director) about what he/she does.

2. Stude nts w ill use tradit ional instru m e nts, e lectronicinstru m e nts, and a vari ety of nontradit ional sou ndsources to create and perform m usic. Th ey w ill usevarious resources to expand th eir kno wledge ofliste ning experi e nces, performance opportu nit i e s,and/or informat ion about m usic. Stude nts w ill ide nt ifyopportu nit i e s to contribute to th eir com m u nit i e s’m usic inst itut ions, including those e mbedded in oth erinst itut ions (ch urch choirs, industrial m usice nse mbles, etc.). Stude nts w ill kno w th e vocat ions andavocat ions available to th e m in m usic.

Stude nts:• use classroom and nontradit ional instru m e nts in

performing and creat ing m usic (a)• construct in stru m e nts out of material not com monly

used for m usical instru m e nts (b)• use curre nt tech nology to manipulate sou nd (c)• ide nt ify th e various sett ings in w hich th ey h ear m usic

and th e various resources that are used to produce m usicduring a typical w e ek; explain w hy th e part icular type ofm usic w as used (d)

• de monstrate appropriate audie nce be havior, includingatte nt ive liste ning, in a vari ety of m usical s ett ings in andout of school (e)

• discuss w ays that m usic is used by various m e mbers ofth e com m u nity (f).

This is evident, for example, when students:▲ use common items (e.g., keys, classroom blinds, measuring

sticks) as “found sounds” to improvise a group composition ▲ make a shaker from a paper tube to accompany a Native

American dance or Latino song▲ change pitch or timbre of a sound on the synthesizer▲ keep a log of locations where they hear music in the community

or home▲ exhibit appropriate behavior when listening to music in the

school’s auditorium▲ describe in class the ways music is used at home and in their

community.

Standard 2—Knowing and Using ArtsMaterials and Resources

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10



Elementary

2. Stude nts w ill kno w th e basic tools, m edia, andtech niqu es involved in th eatrical product ion. Stude ntsw ill locate and use school, com m u nity, andprofessional resources for th eatre experi e nces.Stude nts w ill u nderstand th e job opportu nit i e savailable in all aspects of th eatre.

Stude nts:• vis it th eaters, th eatre-related facilit i e s, and/or touring

companies to observe aspects of th eatrical product ion (a)• use th e library/m edia ce nter of th eir school or

com m u nity to find story dramat izat ion material or oth erth eatre-related materials and to vie w videotapes ofperformances (b)

• atte nd th eatrical performances in th eir school andde monstrate appropriate audie nce be havior (c)

• speak w ith th eatre professionals about ho w th ey preparefor and perform th eir jobs (d).

This is evident, for example, when students:▲ visit the high school to observe the rehearsal of a play and

participate in a question and answer session with theproduction staff

▲ search the school library for a story suitable to develop into aplay

▲ discuss and adhere to guidelines for proper behavior whenattending a theatrical production, behavior which enhancesenjoyment and supports the efforts of the performers

▲ prepare interview questions to use in a discussion with a theatreprofessional.

2. Stude nts w ill kno w and use a vari ety of visual artsmaterials, tech niqu es, and processes. Stude nts w illkno w about resources and opportu nit i e s forpart ic ipat ion in visual arts in th e com m u nity(exhibit ions, librari e s, m use u ms, galleri e s) and useappropriate materials (art reproduct ions, slides, printmaterials, e lectronic m edia). Stude nts w ill be a w are ofvocat ional opt ions available in th e visual arts.

Stude nts:• u nderstand th e characteri st ics of various m ediu ms

(tw o-dim e nsional, thre e-dim e nsional, e lectronic images)in order to select those that are appropriate for th eirpurposes and inte nt (a)

• develop skills w ith electronic m edia as a m eans ofexpressing visual ideas (b)

• kno w about som e cultural inst itut ions (m use u ms andgalleri e s) and com m u nity opportu nit i e s (art fe st ivals) forlooking at orig inal art and talking to vis it ing art i sts, toincrease th eir u nderstanding of art (c)

• giv e e xa m ple s of ad ults w h o m ak e th e ir l iv in gs in th earts profe s s io n s (d).

This is evident, for example, when students:▲ use a draw/paint computer program to create graphic images▲ visit a museum and write a short report of what they saw▲ engage a visiting artist in talk about what that artist does, how

he/she does it and why.

Stude nts w ill be kno wledgeable about and make use of th e materials and resourcesavailable for part ic ipat ion in th e arts in various roles.

Theatre Visual Arts

11

STANDARD 2


Stude nts:• de monstrate kno wledge of sources for u nderstanding

dance tech nologie s: live, print, v ideo, computer, etc. (a)• de monstrate kno wledge of ho w h u man structure and

fu nct ion affect move m e nt in parts of dances and dancesthat th ey kno w or have choreograph ed (b)

• de monstrate kno wledge of audie nce/perform erresponsibilit i e s and relat ionships in dance (c)

• de monstrate kno wledge of differe nces in performanceve n u e and th e eve nts prese nted in each (d).

This is evident, for example, when students:▲ plan an appropriate venue for a dance they have developed▲ use the computer or video to examine dance routines.


Stude nts:• use tradit ional or nontradit ional sou nd sources,

including electronic on es, in composing and performingsimple pieces (a)

• use school and com m u nity resources to developinformat ion on m usic and m usicians (b)

• use curre nt tech nology to create, produce andrecord/playback m usic (c)

• ide nt ify a com m u nity-based m usical interest or role andexplain th e skills, kno wledge, and resources n ecessary topursu e th e interest or adopt th e role (d)

• de monstrate appropriate liste ning and oth erpart ic ipatory responses to m usic of a vari ety of ge nresand cultures (e)

• invest igate som e care er opt ions related to th eir m usicalinterests (f).

This is evident, for example, when students:▲ use their voices, traditional instruments, or “found sounds” to

create a sound composition which is appropriate for a holiday(e.g., Halloween)

▲ collect and catalogue the concerts scheduled in their communityfor an upcoming month

▲ prepare a solo for performance, use library materials at schoolor in the community to write a short paper on the composer of asolo work they are preparing

▲ use a stereo cassette recorder and microphones to record agroup composition of their peers and play it back in class

▲ describe, in their log, a variety of community musical opportuni-ties in which students may participate

▲ discover and report to the instrumental class lesson what skillsare necessary to participate in the regional youth orchestra

▲ exhibit proper audience behavior when attending a concertgiven by professional musicians

▲ determine and record in the log what education and training areneeded to become one of the following—a composer, arranger,professional musician, or other occupation associated withmusic.


Dance Music

12



Intermediate


Stude nts:• visit th eatre technology facilitie s, including th e local high

school facility, and interact w ith professionals andth eatre stude nts to learn about th eatre tech nology (e.g.,light ing, staging, sound, etc.) (a)

• use th e school or com m unity library/m edia ce nters andoth er resources to develop information on variousth eatre-related topics (b)

• k n o w abo u t local th e a tri cal in s t itu t io n s, a tte n dp erform a n c e s in s c h ool a n d in th e co m m u nity, a n dd e m o n s tra te appropria te a u die n c e be havior (c)

• discuss vocat ions/avocat ions w ith th eatre professionalsand ide nt ify th e skills and preparat ion n ecessary forth eatre vocat ions/avocat ions (d).

This is evident, for example, when students:▲ visit the high school to discover how a lighting system works by

participating in hands-on workshop experience with a lightingtechnician

▲ research various theatre history time periods in the library andon the computer internet to compile a class booklet on theatrehistory

▲ prepare a bulletin board with information about local school,college and community theatres including production schedulesand student reviews of productions

▲ interview various theatre technology artists and report to theclass on the preparation necessary to be trained for thesecareers.


Stude nts:• develop skills w ith a vari ety of art materials and

compete nce in at least on e m ediu m (a)• use th e computer and oth er e lectronic m edia as

designing tools and to com m u nicate visual ideas (b)• take advantage of com m u nity opportu nit i e s and cultural

inst itut ions to learn from professional art i sts, look atorig inal art, and increase th eir u nderstanding of art (c)

• u nderstand th e vari ety of care ers related to th e visualarts and th e skills n ecessary to pursu e som e of th e m (d).

This is evident, for example, when students:▲ mix paint in a range of shades and tints and apply the paint to

their work with skill▲ use the computer to develop an idea for a project with sculpture▲ visit a museum and look at an original work of art and discuss

the differences between the original and the reproduction▲ use the internet to explore images of public art.


Theatre Visual Arts

13

STANDARD 2


Stude nts:• use dance technologies w ithout s ignificant supervision (a)• are familiar w ith tech niqu es of research about dance (b)• kno w about regional performance ve n u es w hich prese nt

dance and ho w to purchase t ickets and accessinformat ion about eve nts (c)

• kno w about educat ional require m e nts of dance-relatedcare ers (d)

• ide nt ify major m uscle s and bon es and ho w th ey fu nct ionin dance move m e nt (e).

This is evident, for example, when students:▲ select the appropriate dance technologies for a given

performance▲ know about the role that muscles play in dance and practice

correct stretching exercises▲ attend a regional dance performance and report to the class

about it▲ compile an ongoing calendar of community dance events and

share this information with other students and the broadercommunity through the broadcast media, publications, or on-line

▲ attend a variety of dance performances and keep a journal/file ofthe obvious differences and similarities

▲ gather information, through research and interviews, aboutdance-related careers and professional training, and establish afile for use and contributions by other students

▲ research and compare and contrast the movement and functionsof muscles and bones in dance and other physical activities,such as tennis, swimming, etc.

2. Stude nts w ill use tradit ional instru m e nts, e lectronicinstru m e nts, and a vari ety of nontradit ional sou ndsources to create and perform m usic. Th ey w ill usevarious resources to expand th eir kno wledge ofliste ning experi e nces, performance opportu nit i e s,and/or informat ion about m usic. Stude nts w ill ide nt ifyopportu nit i e s to contribute to th eir com m u nit i e s’m usic inst itut ions, including those e mbedded in oth erinst itut ions (ch urch choirs, industrial m usic e nse m-bles, etc.). Stude nts w ill kno w th e vocat ions andavocat ions available to th e m in m usic.

Stude nts:• use tradit ional, e lectronic, and nontradit ional m edia for

composing, arranging, and performing m usic (a)• describe and compare the various services provided by

community organizat ions that promote m usicperformance and liste ning (b)

• use print and electronic m edia, including recordings, inschool and com m u nity librari e s to gath er and reportinformat ion on m usic and m usicians (c)

• ide nt ify and discuss th e contribut ions of local experts invarious aspects of m usic performance, product ion, andscholarship (d)

• part ic ipate as a discriminat ing m e mber of an audie ncew h e n liste ning to performances from a vari ety of ge nres,forms, and styles (e)

• u nderstand a broad range of care er opportu nit i e s in th efie ld of m usic, including those involved w ith fu nding,producing, and market ing m usical eve nts (f).

This is evident, for example, when students:▲ use an electronic keyboard and computer to compose and print

out a sixteen measure composition▲ report to the class on a major musical organization in the

community and its schedule of performances for the school year▲ present a detailed oral report to the class based on information

gathered at the local library on a musician and his life whichincludes recordings of some of the composer’s compositions

▲ gather information about stereo systems from a local electronicsdealer

▲ attend two different concerts and note similarities, differencesand personal reactions in their log

▲ research and write a report on a musical career.


Dance Music

14





Stude nts:• use th eatre tech nology skills and facilit i e s in creat ing a

th eatrical experi e nce (a)• use school and com m u nity resources, including

library/m edia ce nters, m use u ms and th eatreprofessionals, as part of th e art i st ic process leading toproduct ion (b)

• vis it local th eatrical inst itut ions and atte nd th eatricalperformances in th eir school and com m u nity as anindividual and part of a group (c)

• u nderstand a broad range of vocat ions/avocat ions inperforming, producing, and promot ing th eatre (d).

This is evident, for example, when students:▲ read and follow a lighting plot for a production, handling and

focusing lighting instruments properly▲ read a script for a production, then complete pictorial research

on the costuming and accessories of the time period beforedesigning costumes

▲ write a short review of a local community performance forpublication in the school newspaper

▲ create a publicity campaign for the high school production.


Stude nts:• select and use m ediu ms and processes that com m u nicate

inte nded m eaning in th eir art w orks, and exhibitcompete nce in at least tw o m ediu ms (a)

• use th e computer and electronic m edia to express th eirvisual ideas and de monstrate a vari ety of approach es toart i st ic creat ion (b)

• interact w ith professional art i sts and part ic ipate inschool- and com m u nity-sponsored programs by artorganizat ions and cultural inst itut ions (c)

• u nderstand a broad range of vocat ions/avocat ions in th efie ld of visual arts, including those involved w ithcreat ing, performing, exhibit ing, and promot ing art (d).

This is evident, for example, when students:▲ select a process or medium for their intended work of art and

describe their reasons for that selection▲ interview a professional artist about what that artist does,

his/her preparation, the organization of his/her business▲ produce a mixed media work of art which uses the computer

image, the camera, the copy machine and other electronicmedia.


Theatre Visual Arts

15

STANDARD 2


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• use tech nologie s to research, create, perform, or

com m u nicate about dance (a)• understand the roles of dancers, audience, and creators in

a vari ety of dance forms and contexts (b)• part ic ipate in, or observe, dance eve nts outs ide of

school (c)• kno w about educat ional require m e nts of dance-related

care ers and ho w to prepare for possible e ntrance intothose fie lds (d)

• kno w about good n utrit ion, injury preve nt ion, and ho wto care for th e body (e).

This is evident, for example, when students:▲ use the Internet or other means to research dance forms of the

1920's▲ intern with a local dance company▲ research at least three institutions which have dance programs

in order to know the entrance requirements for each▲ practice good nutrition and injury prevention techniques▲ work alone or with a group of students to research current

dance innovations through library and on-line resources andcompile a bibliography of sources for class use, includingrelevant listservs, Home Pages, etc.

▲ alone or with a group, research the development of one style ofdance by using a variety of sources, including archival files

▲ interview professionals in the dance industry to learn abouteducational, physiological, and logistical career requirementsand document the interviews.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• develop a class ified and an notated directory of n earby

m usic-related e stablish m e nts such as instru m e nt andm usic retailers, instru m e nt makers and repair persons,recording studios, u nion represe ntat ives, etc. (a)

• ide nt ify w ays that th ey have contributed to th e supportof th e m usical groups of w hich th ey are m e mbers (b)

• explain opportu nit i e s available to th e m for furth erm usical gro w th and professional developm e nt in h igh ereducat ion and com m u nity inst itut ions (c).

This is evident, for example, when students:▲ collect data on the music services available in the community

such as recording studios, repair shops, retailers andinstrument makers

▲ volunteer to serve as music librarian ( or other necessarypositions such as secretary) for a performing group in whichthey participate

▲ via the Internet or a computer data base, generate a list ofcolleges that offer a particular program in a musical field (e.g.,performance, instrument repair, electronics, arts production).


Dance Music

16





In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• ide nt ify curre nt tech nologie s, publish ed scripted

material, and print and electronic resources available forth eatrical product ions (a)

• ide nt ify college and/or com m u nity opportu nit i e s inth eatre after graduat ion and th e require m e nts forapplicat ion or part ic ipat ion (b)

• cooperate in an e nse mble as perform ers, design ers,tech nicians, and managers to create a th eatricalproduct ion (c)

• design an individualized study program (i.e., internship,m e ntorship, research project) in a chose n th eatre, film,or v ideo vocat ion/avocat ion and share th e informat ionw ith th e class (d).

This is evident, for example, when students:▲ investigate and select a computer program for use in designing

floor plans and elevation drawings for a set design▲ attend local college and university drama days designed to

provide workshop experiences for high school studentsinterested in pursuing theatre as a career and write a schoolnewsletter article about the experience

▲ form a production team for a play (producer, director, stagemanager, technical director and house manager) to plan thenecessary schedules and carry out the artistic concept of thedirector

▲ participate in a mentorship program with a theatre professionaland report to the class about the experience.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• develop Com m e nce m e nt P ortfolios that sho w

profic ie ncy in on e or more m ediu ms and skill in usingand manipulat ing th e computer and oth er e lectronicm edia (a)

• prepare a portfolio that m e ets th e admissionrequire m e nts of s e lected inst itut ions (b)

• u n d ers ta n d th e pre para t io n requ ire d for part i c u lar artprofe s s io n s a n d acqu ire so m e skills of th os e profe s s io n sthro u g h in tern s h ips w ith local galleri e s, m u s e u m s,adv ert i s in g ag e n c ie s, arc h i tectural firms, and oth erinst itut ions (c).

This is evident, for example, when students:▲ include in their portfolios works of art which show proficiency

with two mediums▲ investigate the admission requirements of two or three colleges

or universities▲ investigate the preparation necessary for entrance into one of

the arts professions▲ exhibit their works in a one-person show and write the accompa-

nying descriptive material.


Theatre Visual Arts

17

STANDARD 2

3. Stude nts w ill express through writte n and orallanguage th eir u nderstanding, interpretat ion, andevaluat ion of dances th ey se e, do, and read about.Stude nts w ill acquire th e crit ical vocabulary to talkand write about a vari ety of dance forms.

Stude nts:• de monstrate kno wledge of w ords and symbols (kin et ic,

visual, tact ile, aural and olfactory) that describemove m e nt (a)

• express to oth ers th eir u nderstanding of specific danceperformances, using appropriate language to describew hat th ey have se e n and h eard (b).

This is evident, for example, when students:▲ describe the patterns that they see in a video of a dance, such

as, The March of The Wooden Soldiers▲ describe the bodily movement that they see in a dance and then

imitate it.

3. Stude nts w ill de monstrate th e capacity to liste n toand com m e nt on m usic. Th ey w ill relate th eir crit icalassert ions about m usic to its aesth et ic, structural,acoust ic, and psychological qualit i e s. Stude nts w ill useconcepts based on th e structure of m usic’s conte nt andcontext to relate m usic to oth er broad areas ofkno wledge. Th ey w ill use concepts from oth erdisciplin es to e n hance th eir u nderstanding of m usic.

Stude nts:• through liste ning, ide nt ify th e stre ngths and w eakn esses

of specific m usical w orks and performances, includingth eir o w n and oth ers’ (a)

• describe th e m usic in terms related to basic e le m e ntssuch as m elody, rhyth m, harmony, dynamics, t imbre,form, style, etc. (b)

• discuss th e basic m eans by w hich th e voice andinstru m e nts can alter pitch, loudn ess, durat ion, andt imbre (c)

• describe th e m usic’s context in terms related to its socialand psychological fu nct ions and sett ings (e.g., roles ofpart ic ipants, effects of m usic, uses of m usic w ith oth ereve nts or objects, etc.) (d)

• describe th eir u nderstandings of part icular pieces ofm usic and ho w th ey relate to th eir surrou ndings (e).

This is evident, for example, when students:▲ listen to another student’s musical composition and identify

elements (such as rhythm, harmony, melody) that they likedand disliked

▲ describe, using correct terminology, the elements of music (suchas timbre, dynamics, form) heard in a musical recording

▲ orally identify the meter of a song sung by their classmates ▲ demonstrate with a rubber band how to raise and lower pitch ▲ write a few sentences on a social function attended (such as a

wedding, bar mitzvah, etc.) and how music was used to enhancethe function

▲ tell how music can set a mood in a particular setting (e.g.,“happy” in an amusement park).

Standard 3—Responding to and AnalyzingWorks of Art

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Elementary

3. Stude nts w ill reflect on, interpret, and evaluateplays and th eatrical performances, both live andrecorded, using th e language of dramat ic crit ic ism.Stude nts w ill analyze th e m eaning and role of th eatrein society. Stude nts w ill ide nt ify w ays in w hichdrama/th eatre con n ects to film and video, oth er arts,and oth er disciplin es.

Stude nts:• discuss th eir u nderstanding, interpretat ion, and

evaluat ion of a th eatrical performance, using basicth eatre terminology (a)

• ide nt ify th e use of oth er art forms in th eatre product ions (b)

• explain th e relat ionship of th eatre to film and video (c).

This is evident, for example, when students:▲ view a scene or dramatic reading by their peers and describe the

theatrical elements such as setting, character, conflict, etc.▲ discuss how music, dance and the visual arts are used to

enhance musical theatre productions▲ compare how live theatre differs from filmed or taped

performances.

3. Stude nts w ill reflect on, interpret, and evaluatew orks of art, u s ing th e language of art crit ic ism.Stude nts w ill analyze th e visual characteri st ics of th enatural and built e nviron m e nt and explain th e social,cultural, psychological, and e nviron m e ntal dim e nsionsof th e visual arts. Stude nts w ill compare th e w ays inw hich a vari ety of ideas, th e m es, and concepts areexpressed through th e visual arts w ith th e w ays th eyare expressed in oth er disciplin es.

Stude nts:• explain th eir reflect ions about th e m eanings, purposes,

and sources of w orks of art; describe th eir responses toth e w orks and th e reasons for those responses (a)

• explain th e visual and oth er s e nsory qualit i e s (surfaces,colors, textures, shape, s ize s, volu m es) fou nd in a w idevari ety of art w orks (b)

• explain th e th e m es that are fou nd in w orks of visual artand ho w th e art w orks are related to oth er forms of art(dance, m usic, th eatre, etc.) (c)

• explain ho w ideas, themes, or concepts in the visual artsare expressed in other disciplines (e.g., mathematics,science, literature, social studies, etc.) (d).

This is evident, for example, when students:▲ describe what they see in a work of art and tell what they think

the work of art is about▲ describe how lines might imply motion, color might convey

emotion and size might suggest distance in selected works of art▲ show how pattern can be found in a Mondrian painting and in a

familiar song.

Stude nts w ill respond crit ically to a vari ety of w orks in th e arts, con n ect ing th eindividual w ork to oth er w orks and to oth er aspects of h u man e ndeavor andthought.

Theatre Visual Arts

19

STANDARD 3


Stude nts:• de monstrate kno wledge of th e tech nical language used in

discussing dance performances (a)• de monstrate kno wledge of choreographic principles and

processes (b)• e xpre ss to oth ers th e ir u n d ersta n din g of sp e cific da n c e

p erform a n c e s, in clu din g p erc e pt io n s, d e script io n s,analyse s, in terpre tat ions, and evaluat ions (c).

This is evident, for example, when students:▲ write a short review of a high school dance performance▲ after viewing a video of a dance they compare their

interpretations with others in the group.


Stude nts:• through liste ning, analyze and evaluate th eir o w n and

oth ers’ performances, improvisat ions, and composit ionsby ide nt ifying and comparing th e m w ith s imilar w orksand eve nts (a)

• use appropriate terms to reflect a w orking kno wledge ofth e m usical e le m e nts (b)

• de monstrate a basic a w are n ess of th e tech nical skillsm usicians m ust develop to produce an aesth et icallyacceptable performance (c)

• use appropriate terms to reflect a w orking kno wledge ofsocial-m usical fu nct ions and uses (appropriate choices ofm usic for com mon cere monies and oth er eve nts) (d)

• use basic sc ie nt ific concepts to explain ho w m usic-related sou nd is produced, transmitted throughair, and perce ived (e)

• use terminology from m usic and oth er arts to analyzeand compare th e structures of m usical and oth er art i st icand literary w orks (f).

This is evident, for example, when students:▲ listen to two musical compositions on the same theme (e.g.,

celebrating a holiday) and point out similarities and differences▲ compare and contrast his/her performance of a solo with that of

a professional recording▲ accurately describe the musical elements employed in an

original composition or one written by peers▲ describe a technique (e.g., correct hand position or relaxed jaw)

that will improve their tone in playing or singing▲ plan a social event and list the music (or musicians) that would

support the occasion▲ use garden hoses (or other tubing) of differing lengths to

demonstrate how the lengths affect pitch▲ suggest some classical pieces of music that may accompany a

show of student art work or poetry and specify why theselections were chosen.


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Intermediate


Stude nts:• use the techniques and vocabulary of theatre criticism,

both written and oral, to discuss theatre experiences andimprove individual and group performances (a)

• examin e and discuss th e use of oth er art forms in ath eatre product ion (b)

• explain ho w drama/th eatre experi e nces relate to oth erliterary and art i st ic eve nts (c).

This is evident, for example, when students:▲ direct a group of their peers and give specific recommendations

for improving a small group performance▲ design a set, develop costumes or write a song for a scene of a

play and explain why the project is appropriate▲ compare and contrast a dramatic reading and a silent reading of

a particular passage.


Stude nts:• discuss and write th eir analyses and interpretat ions of

th eir o w n w orks of art and th e art of oth ers, usingappropriate crit ical language (a)

• ide nt ify, analyze, and interpret th e visual and se nsorycharacteri st ics that th ey discover in natural and h u man-made forms (b)

• compare th e w ays ideas and concepts are com m u nicatedthrough visual art w ith th e various w ays that those ideasand concepts are manife sted in oth er art forms (c).

• compare th e w ays ideas, th e m es, and concepts arecom m u nicated through th e visual arts in oth erdisciplin es, and th e various w ays that those ideas,th e m es, and concepts are manife sted w ithin th edisciplin e (d).

This is evident, for example, when students:▲ write an interpretation of Horace Pippin's Domino Players after

class analysis of the images and composition▲ discuss the way in which the black and white and gray of the

painting enhances the meaning of Picasso's Guerinca▲ analyze the engineering skills and the political skills, in

addition to his artistic vision that the artist, Christo, needed inorder to complete the Wrapping Of The Reich Stag in 1995.


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STANDARD 3


Stude nts:• make compari sons of th e nature and principle s of dance

to oth er arts (a)• analyze and describe s imilarit i e s and differe nces in

differe nt dance forms and styles (b)• describe and compare a vari ety of choreographic

approach es used in th e creat ion of dances (c).

This is evident, for example, when students:▲ compare the rhythm found in a particular dance with the

rhythm in a musical piece and with the rhythm found in apainting

▲ do a short research paper in which they trace the origins ofmodern dance

▲ observe several choreographers working to create their dancesand then compare, contrast, and describe the processes

▲ interview a choreographer regarding the origins of the ideas forthe choreography, including cultural, esthetics, personal, andother influences and document that interview to share with theclass

▲ write a detailed report of the influence of dance education on thestudent's understanding of other cultures and other disciplines.


Stude nts:• through liste ning, analyze and evaluate th eir o w n and

oth ers’ performances, improvisat ions, and composit ionsand suggest improve m e nts (a)

• read and write crit iqu es of m usic that display a broadkno wledge of m usical e le m e nts, ge nres, and styles (b)

• use anatomical and other scientific terms to explain themusical effectiveness of various sound sources—traditional, nontraditional, and electronic (c)

• use appropriate tech nical and socio-cultural terms todescribe m usical performances and composit ions (d)

• ide nt ify and describe th e contribut ions of both locallyand internat ionally kno w n exe mplars of h igh quality inth e major m usical ge nres (e)

• explain ho w perform ers, composers, and arrangers makeart i st ic decis ions (f).

This is evident, for example, when students:▲ listen to a peer’s performance and complete an evaluation form

suggesting areas in need of improvement ▲ use correct terminology when reporting on a school concert for

the school newspaper for one performing organization ▲ explain how overtones are produced and demonstrate them on a

string instrument by playing harmonics ▲ explain how sound is produced on a traditional or electronic

instrument ▲ in the log describe the music and the impact the music had on a

social occasion such as a birthday party, parade, etc. ▲ develop a list of professional musicians in a particular idiom

(i.e., jazz saxophone, classical tenor, etc.) ▲ analyze a solo performance and explain the artistic decisions

evident in the performance.


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Stude nts:• art i c u la te a n u n d ers ta n din g, in terpre ta t io n, a n d

e valu a t io n of a th e a tre p i e c e a s dra m a a n d as a re alize dprod u c t io n, u s in g appropria te crit ical vocabulary (a)

• evaluate th e use of oth er art forms in a th eatreproduct ion (b)

• explain ho w a th eatrical product ion exe mplifie s majorth e m es and ideas from oth er disciplin es (c).

This is evident, for example, when students:▲ view different productions of the same scene from Taming of the

Shrew, comparing and contrasting the various mediums (video,film and live performance)

▲ analyze the impact of costuming, hair and makeup in helping toestablish character

▲ write a critical paper analyzing the themes of a play.


Stude nts:• use th e language of art crit ic ism by reading and

discussing crit ical revie w s in n e w spapers and journalsand by writ ing th eir o w n crit ical responses to w orks ofart (e ith er th eir o w n or those of oth ers) (a)

• explain th e visual and oth er s e nsory qualit i e s in art andnature and th eir relat ion to th e social e nviron m e nt (b)

• analyze and interpret th e w ays in w hich polit ical,cultural, social, religious, and psychological concepts andth e m es have be e n explored in visual art (c)

• develop con n ect ions betw e e n th e w ays ideas, th e m es, andconcepts are expressed through th e visual arts and oth erdisciplin es in everyday life (d).

This is evident, for example, when students:▲ discuss the point of view of a critic in a local newspaper who has

reviewed a local exhibition▲ analyze the way in which a work of art by Leon Golub expresses

a political point of view▲ write a review of a student exhibition.


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STANDARD 3


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• express to oth ers th eori e s about th e nature of dance and

th e u nderly ing assu mpt ions that people have aboutdance (a)

• describe and analyze s imilarit i e s and differe ncesbetw e e n individual performances, and betw e e n formsand styles of dance, past and prese nt (b)

• describe and defe nd an explanat ion of w hy people dance,based on experi e nce in dance, w itn essing oth ers, andstudying contexts (c).

This is evident, for example, when students:▲ compare the positions of two different critics of dance▲ develop a personal resource file for information about dance,

dance theory etc.▲ develop and give multi-media presentation that explain theories

of dance to younger students▲ observe a variety of professional dance company performances

or rehearsals and develop a matrix that categorizes similaritiesand differences along styles of dance

▲ research and present a paper defending assumptions and valuesregarding the importance of dance in a specific culture

▲ write a detailed description of the student's involvement andcommitment to dance and dance training for a collegeapplication.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• assess, describe, and evaluate th e developm e nt of th eir

personal contribut ions to th eir o w n, th eir school’s, andth eir com m u nity’s m usical life by appropriately usingm usical and socio-cultural terms and concepts(contribut ions and skills of m usicians, fu nct ions of m usicin society, etc.) (a)

• de monstrate a pract ical kno wledge of sou nd product ionand architectural acoust ics to predict th e ge n eral effectson sou nd of room shapes, building construct ionpract ic e s, and com mon absorbers (b).

This is evident, for example, when students:▲ write a detailed report of the student’s involvement in and

contribution to music classes and music activities for a collegeapplication

▲ select a venue for a small vocal ensemble where the size of thefacility and acoustics are appropriate for the size of the group.


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3. Stude nts w ill reflect upon, interpret, and evaluateplays and th eatrical performances, both live andrecorded, using th e language of dramat ic crit ic ism.Stude nts w ill analyze th e m eaning and role of th eatrein society. Stude nts w ill ide nt ify w ays in w hichdrama/th eatre con n ects to film and video, oth er arts,and oth er disciplin es.

In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• develop a crit ical vocabulary through th e reading and

discussion of professional crit ic ism (a)• explain th e m eaning and societal fu nct ion of differe nt

types of product ions (b)• design a plan for improving performances, using past

and prese nt crit iqu es (c)• explore various oth er art forms and tech nologie s, using

th e m in th eatre projects (d)• explain ho w th eatre can e nhance oth er subjects in th e

curriculu m (e)• compare and contrast th eatre, film, and video (f).

This is evident, for example, when students:▲ read a review of a local theatre production analyzing the critic's

writing style, approach to priorities in the production, andconclusions about the play in performance, discussing the pointsof agreement and disagreement

▲ make two diagrams showing the differences between tragedyand melodrama, and comedy and farce

▲ keep a journal of the process involved in creating a monologue;comment on improvements made in the monologue content andperformance

▲ investigate commedia dell'arte and form an improvisationaltroupe to perform at area schools

▲ work with an elementary teacher to incorporate theatrepractices in the teaching of social studies

▲ compare different versions of the same play performed live, onfilm or on tape; compare a traditional interpretation of a playwith a contemporary interpretation, or a musical production of aformer drama.

3. Stude nts w ill reflect upon, interpret, and evaluatew orks of art, u s ing th e language of art crit ic ism.Stude nts w ill analyze th e visual characteri st ics of th enatural and built e nviron m e nt and explain th e social,cultural, psychological, and e nviron m e ntal dim e nsionsof th e visual arts. Stude nts w ill compare th e w ays inw hich a vari ety of ideas, th e m es, and concepts areexpressed through th e visual arts w ith th e w ays th eyare expressed in oth er disciplin es.

In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• using th e language of art crit ic ism, describe th e visual

and fu nct ional characteri st ics of w orks of art andinterpret th e relat ionships of w orks of art on e to anoth er,to describe th e impact of th e w ork on th e vie w er (a)

• de monstrate an u nderstanding of art crit ic ism, arthistori e s, and aesth et ic principle s and sho w th eircon n ect ions to w orks of art (b)

• giv e e vid e n c e in th e ir Co m m e n c e m e n t P ortfolios th atth e y h av e re s e arc h e d a th e m e in-d e pth a n d th at in th e irre s e arc h th e y h av e e xplore d th e w ays th e th e m e h asbe e n e xpre ss e d in oth er d isc iplinary form s (c).

This is evident, for example, when students:▲ write a review of a local art exhibition▲ discuss the role of museums and galleries in defining what

current art is▲ compare the way in which the migration of the African-

Americans to the north is depicted in Jacob Lawrence's series ofpaintings The Great Migration with the description of thatmigration in the history textbooks.


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STANDARD 3

4. Stude nts w ill kno w dances from many cultures andt im es and recognize th eir relat ionship to variouscultural, social, and historic contexts. Stude nts w illrecognize that dance is perform ed in many differe ntcultural s ett ings and serves many fu nct ions in diversesociet i e s.

Stude nts:• ide nt ify basic dance move m e nts that are typical of th e

major w orld cultures (a)• explain th e sett ings and circu mstances in w hich dance is

fou nd in th eir l ives and those of oth ers, both past andprese nt (b).

This is evident, for example, when students:▲ discuss the dance forms of the Plains Indians▲ explain the role that dance plays in their community (e.g.,

weddings, proms, festivals).

4. Stude nts w ill develop a performing and liste ningrepertoire of m usic of various ge nres, styles, andcultures that represe nt th e peoples of th e w orld andth eir manife stat ions in th e United States. Stude ntsw ill recognize th e cultural features of a vari ety ofm usical composit ions and performances andu nderstand th e fu nct ions of m usic w ithin th e culture.

Stude nts:• ide nt ify w h e n liste ning, and perform from m e mory, a

basic repertoire of folk songs/dances and composed songsfrom th e basic cultures that represe nt th e peoples of th ew orld (a)

• ide nt ify th e t itle s and composers of w ell-kno w n examplesof class ical concert m usic and blu es/jazz select ions (b)

• ide nt ify th e primary cultural, geographical, andhistorical s ett ings for th e m usic th ey liste n to andperform (c).

This is evident, for example, when students:▲ sing folk music common to a period of history in the United

States▲ recognize and identify some simple pieces of music such as the

tango, march and waltz and name the countries and composersmost associated with the selections

▲ record in a log the folksongs sung in class along with thecountry of origin

▲ in music class make a pin map which shows the country oforigin of folksongs and recordings.

Standard 4—Understanding the CulturalDimensions and Contributions of the Arts

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Elementary

4. Stude nts w ill gain kno wledge about past and pre-se nt cultures as expressed through th eatre. Th ey w illinterpret ho w th eatre reflects th e beliefs, i s su es, andeve nts of societ i e s past and prese nt.

Stude nts:• dramat ize stori e s and folk tales from various cultures (a)• e ngage in drama/th eatre act iv it i e s including m usic,

dance, and gam es w hich reflect oth er cultures and eth nicgroups (b)

• discuss ho w classroom th eatre act iv it i e s relate to th eirlives (c).

This is evident, for example, when students:▲ read a folk tale in which animals play important roles;

improvise being animals, comparing and contrasting the"cultures" of animals and human beings

▲ attend a community ethnic festival to learn about a particularculture, then share dances, songs and games learned at thefestival with another class at school

▲ discuss responses to a theatrical performance explaining whatideas and feelings were conveyed and why the audiencesympathized or was displeased with the main character.

4. Stude nts w ill explore art and art ifacts from varioushistorical periods and w orld cultures to discover th eroles that art plays in th e lives of people of a give nt im e and place and to u nderstand ho w th e t im e andplace influ e nce th e visual characteri st ics of th e artw ork. Stude nts w ill explore art to u nderstand th esocial, cultural, and e nviron m e ntal dim e nsions ofh u man society.

Stude nts:• look at and discuss a vari ety of art w orks and art ifacts

from w orld cultures to discover som e important ideas,is su es, and eve nts of those cultures (a)

• look at a variety of art w orks and artifacts from diversecultures of th e United States and ide ntify som edistinguishing characteristics (b)

• create art w orks that sho w th e influ e nce of a part icularculture (c).

This is evident, for example, when students:▲ examine the Spanish style of architecture of the Southwest and

describe the ways in which that architecture differs fromarchitecture in New England used for the same purposes

▲ discuss the ways in which the depiction of space differs inEgyptian art with the way it is depicted in Renaissance art andconjecture about the reasons for the differences

▲ study the style of the Australian Aboriginal art and create awork using that style but expressing their own ideas aboutnature and animals.

Stude nts w ill develop an u nderstanding of th e personal and cultural forces thatshape art i st ic com m u nicat ion and ho w th e arts in turn shape th e diverse cultures ofpast and prese nt society.

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STANDARD 4


Stude nts:• ide nt ify th e major dance forms of specific w orld cultures

past and prese nt (a)• ide nt ify som e of th e major dance art i sts from diverse

cultures (b)• sho w ho w specific dance forms are related to th e culture

from w hich th ey com e (c).

This is evident, for example, when students:▲ attend a dance performance of an ethnic group and describe the

characteristics of that dance▲ discuss dance as ritual in an African group▲ research the dance forms of the ethnic group from which they

come or the dance forms of their teenage culture▲ create a sequence and dance after investigating poems from

Africia, India, Asia and South America to discover theirrhythmic and metric structure.


Stude nts:• ide nt ify th e cultural contexts of a performance or

recording and perform (w ith move m e nt, w h ere culturallyappropriate) a vari ed repertoire of folk, art, andconte mporary select ions from th e basic cultures thatreprese nt th e peoples of th e w orld (a)

• ide nt ify from a performance or recording th e t itle s andcomposers of w ell-kno w n examples of class ical concertm usic and blu es/jazz select ions (b)

• discuss th e curre nt and past cultural, social, andpolit ical uses for th e m usic th ey liste n to and perform (c)

• in performing ensembles, read and perform repertoire in aculturally auth e nt ic man n er (d).

This is evident, for example, when students:▲ compile a list of listening selections categorized by countries or

cultures of the world ▲ identify, from listening selections, different forms of jazz

including blues, Dixieland, boogie woogie, modern, and cool.Name musicians associated with each of the Jazz forms

▲ discuss how work songs have helped workers during their labors▲ after hearing a professional recording of a Sousa march, identify

important stylistic concerns and discuss how to apply them intheir own performance.

Standard 4—Understanding the CulturalDimensions and Contributions of the Arts

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Intermediate

4. Stude nts w ill gain kno wledge about past andprese nt cultures as expressed through th eatre. Th eyw ill interpret ho w th eatre reflects th e beliefs, i s su es,and eve nts of societ i e s past and prese nt.

Stude nts:• improvise sce n es based on informat ion about various cul-

tures (a)• create intercultural celebrat ions using props, s ett ings,

and costu m es (b)• explain ho w drama/th eatre experi e nces relate to th e m-

selves and oth ers (c).

This is evident, for example, when students:▲ explore a ritual within a culture which marks a "rite of

passage," then improvise a performance which marks animportant event in the students' own lives

▲ create a Native American Festival representing various tribesand demonstrate the cultural indicators of each tribe e.g.,rituals, costume, governmental structure, family life, etc.)

▲ explain how a dramatic performance on video or film depicts afeeling or event they may have experienced.


Stude nts:• de monstrate ho w art w orks and art ifacts from diverse

w orld cultures reflect aspects of those cultures (a)• de monstrate th e w ays in w hich som e part icular art

w orks and art ifacts reflect important aspects of th ediverse cultures of th e United States (b)

• create art works that reflect a particular historical periodof a culture (c).

This is evident, for example, when students:▲ research the totems and other artifacts of the Northwest Indians

and discuss how those images are connected with their ritualsand their beliefs about family and clan

▲ look at traditional Japanese art and identify its visualcharacteristics

▲ examine the patterns of Mexican textiles and create a work inwhich they invent a pattern based on those ideas.


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STANDARD 4


Stude nts:• explain th e interact ion of perform er and audie nce in

dance as a shared cultural eve nt (a)• ide nt ify th e cultural e le m e nts in a vari ety of dances

dra w n from th e folk and class ical repertori e s (b)• recognize specific contribut ions of dance and dancers

to th eir o w n lives and to people in oth er t im es and places (c).

This is evident, for example, when students:▲ describe their feelings and responses to a live dance

performance and the effects that their responses might have onthe performers

▲ view a performance of modern dance and see if they can spot thetraditional folk elements present

▲ discuss the role that dance plays in the lives of a specificcultural group

▲ research and choreograph a performance that demonstrates thedifferences and similarities of dances that originated in variouscultures

▲ develop a presentation that uses dance to communicateinformation about another discipline, e.g., history, literature,science

▲ in collaboration with another student, research, develop, andchoreograph a dance dialogue between the approaches to danceof two different cultures

▲ attend several dance performances during the school year thatreflect a range of styles and approaches to choreography andthen compare and contrast the influence of culture on the styles.


Stude nts:• ide nt ify from performances or recordings th e cultural

contexts of a furth er vari ed repertoire of folk, art, andconte mporary select ions from th e basic cultures thatreprese nt th e peoples of th e w orld (a)

• ide nt ify from performances or recordings th e t itle s andcomposers and discuss th e cultural contexts of w ell-kno w n examples of class ical concert m usic andblu es/jazz select ions (b)

• relate w ell-kno w n m usical examples from th e 17thce ntury on w ard w ith th e dominant social and historicaleve nts (c).

This is evident, for example, when students:▲ write program notes for a concert of folksongs and art songs

that identify for the audience the source of the songs and howthe song was used

▲ identify dance forms in music and write a report which detailsthe time period these dance forms were performed, costumesworn during the period and the impact they had on the musicperformed

▲ compile an annotated list of some important musical composi-tions from the 1600’s to the 2000’s with references to significanthistorical and social events.

Standard 4—Understanding the Cultural Dimensionsand Contributions of the Arts

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Stude nts:• read and vie w a vari ety of plays from differe nt cultures

(a)• using th e basic e le m e nts of th eatre (e.g., spe ech, gesture,

costu m e, etc.), explain ho w differe nt th eatricalproduct ions represe nt th e cultures from w hich th eycom e (b)

• art iculate th e societal beliefs, i s su es and eve nts ofspecific th eatrical product ions (c).

This is evident, for example, when students:▲ read a play by a contemporary foreign playwright who writes

about a social issue; analyze how the issue is depicted in thedrama

▲ recreate a Kabuki theatre performance piece using appropriatemakeup, costuming, set design and acting style showing anunderstanding of Japanese customs

▲ read a work from another century and/or another country andwrite a report explaining how the play realistically portrays lifein that time period.


Stude nts:• analyze w orks of art from diverse w orld cultures and

discuss th e ideas, i s su es, and eve nts of th e culture thatth ese w orks convey (a)

• examin e w orks of art and art ifacts from United Statescultures and place th e m w ithin a cultural and historicalcontext (b)

• create art w orks that reflect a vari ety of culturalinflu e nces (c).

This is evident, for example, when students:▲ compare the way the human figure is depicted in Byzantine art

with the way it is depicted in High Renaissance art and explorethe reasons for the differences

▲ select a style of art from the 20th century, study thecharacteristics of that style, research one artist who painted inthat style and make a work of art using that style butexpressing the students' point of view or idea.


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STANDARD 4


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• de monstrate an u nderstanding of dance as a shared

cultural eve nt w h e n giving prese ntat ions (dance, lecture,video, writte n report) (a)

• demonstrate a knowledge of cultural elements in dancepresentations of folk and class ical repertori e s (b)

• prepare formal prese ntat ions that u se materials aboutdance and dancers of oth er t im es and places (c).

This is evident, for example, when students:▲ write the explanatory notes for one segment of a dance festival

showcasing various ethnic dances▲ write a short research paper on the contributions of dance to a

specific culture and the ways in which dance expresses thevalues and beliefs of that culture

▲ work in a group to develop and present a comparison of dancesteps, styles, and forms of various cultures

▲ develop a presentation that integrates dance into another artform (e.g., storytelling, visual art, choral singing).


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• analyze m usic from various cultures on th e basis of its

fu nct ions, g iving examples and describing uses to w hichm usic is put in those cultures (a)

• in performing e nse mbles, read and perform repertoire ina culturally auth e nt ic man n er and use culture-basedcriteria for assess ing performances, th eir o w n andoth ers’ (b).

This is evident, for example, when students:▲ compile a list of musical compositions that exemplify the

significant characteristics of the major world cultures; describeimportant musical dimensions and the salient culturalattributes of each

▲ play rhythmic patterns in an authentic manner whenperforming different forms of Jazz

▲ perform in a culturally-based ensemble (e.g., steel drum band,gospel choir, or German brass band).

Standard 4—Understanding the Cultural Dimensionsand Contributions of the Arts

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In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• conduct an in-depth invest igat ion of th e w orks of a give n

culture or play wright (a)• create a m ult icultural th eatre fe st ival of excerpts from

plays represe nt ing various cultures (c).

This is evident, for example, when students:▲ read the plays of Sophocles, Aeschylus, and Euripides from the

ancient Greek time period and write a paper which comparesand contrasts their style and themes and discusses the impacteach had on staging

▲ produce a festival of plays from different cultures centered onthe same theme.


In addit ion to th e Ge n eral Educat ion performance indicators,stude nts:• prese nt a body of w ork w ithin th eir portfolio that

reflects th e influ e nces of vari ety of cultural styles (a)• interpret th e m eaning of w orks and art ifacts in terms of

th e cultures that produced th e m (b)• explain ho w cultural valu es have be e n expressed in th e

visual arts, ho w art w orks have be e n used to bring aboutcultural change and ho w th e art of a culture has be e ninflu e nced by art w orks coming from outs ide that culture (c).

This is evident, for example, when students:▲ write a short research paper exploring how the depictions of

war in The Third of May by Goya and Napoleon On TheBattlefield at Eylau by Gros differ one from another

▲ discuss the influence of African art on Picasso's DemoisellesD’Avignon

▲ look at the body of work in their portfolios and describe whatthey consider to be their style and indicate what has influencedthat style.

▲ compare the work of regionalist artists who documented life ofthe ordinary people in a given place; such as Thomas HartBenton, John Stuart Curry, and Grant Wood with the HarlemRenaissance artists like William H. Johnson, Jacob Lawrence,Aaron Douglas, and Romare Bearden.


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STANDARD 4

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The samples of student work included in this section are intended to begin the process of articulating theperformance standards at each level of achievement. This collection is not yet adequate for that purpose in eithernumbers or scope of examples. Since samples of student work in the Arts usually take forms other than thewritten word, only a few examples are included here. Most examples will be included on a multimedia formatwhich is under production. As New York State continues to collect work samples from the schools for inclusion inthis document and the multimedia format, we expect a much clearer understanding of the performance standardsto be evident.

Neither are these samples presented as models of excellence. They vary in degree of “acceptable” achievement.Some are “competent;” others “more proficient.” All are meant to provide examples of the kind of work studentsmight produce to demonstrate progress toward the standards.

Samples of Student Work

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Date post:	20-Aug-2015
Category:	Design
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Learning standards for the arts

Design